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Based on the idea that learning language

successfully comes through having to
communicate real meaning. When learners
are involved in real communication, their
natural strategies for language acquisition
will be used, and this will allow them to learn
to use the language.
Its origins are many, insofar as one teaching methodology
tends to influence the next. The communicative approach
could be said to be the product of educators and linguists who
had grown dissatisfied with the audiolingual and grammar-
translation methods of foreign language instruction.

They felt that students were not learning enough realistic, whole
language. They did not know how to communicate using appropriate
social language, gestures, or expressions; in brief, they were at a loss
to communicate in the culture of the language studied.
Communicative language
teaching makes use of real-life
situations that necessitate
communication. The teacher
sets up a situation that students
are likely to encounter in real
life. Unlike the audiolingual
method of language teaching,
which relies on repetition and
drills, the communicative
approach can leave students in
suspense as to the outcome of a
class exercise, which will vary
according to their reactions and
responses.
•A teacher's main role is a facilitator and monitor rather than
leading the class.
•Lessons are usually topic or theme based, with the target
grammar "hidden" in the context e.g. a job interview (using the
Present Perfect tense.)
•Lessons are built round situations/functions practical and
authentic in the real world e.g. asking for information,
complaining, apologizing, job interviews, telephoning.
•Activities set by the teacher have relevance and purpose to real
life situations - students can see the direct benefit of learning
•Dialogues are used that centre around communicative
functions, such as socializing, giving directions, making
telephone calls
•Emphasis on engaging learners in more useful and authentic
language rather than repetitive phrases or grammar patterns
•Emphasis on communication and meaning rather than accuracy.
•Emphasis is put on the “appropriacy” of language. What is the
most appropriate language and tone for a particular situation?
•Communicative competence is the desired goal. i.e. being able to
survive, converse and be understood in the language.
•Emphasis is put on correct pronunciation and choral (group) and
individual drilling is used
•Authentic listening and reading texts are used more often, rather
than artificial texts simply produced to feature the target language
•Use of songs and games are encouraged and provide a natural
environment to promote language and enhance correct
pronunciation
•Feedback and correction is usually given by the teacher after
tasks have been completed, rather than at the point of error, thus
interrupting the flow.
• Learners are often more motivated with this
approach as they have an interesting what is
being communicated, as the lesson is topic or
theme based.
• Learners are encouraged to speak and
communicate from day one, rather than just
barking out repetitive phrases
• Learners practice the target language a number of times,
slowly building on accuracy
•Language is created by the individual, often
through trial and error
•Learners interact with each other in pairs or groups, to
encourage a flow of language and maximize the percentage
of talking time, rather than just teacher to student and vice
versa
WHAT ARE SOME
EXAMPLES OF
COMMUNICATIVE
EXERCISES?
Lesson
 Hiking
Playing Chess
Stamp-Collecting

Stamp-Collecting
Scrap-booking

Cicling
Coin-Collecting

Sun-Bathing Computing
Playing an instrument